While children in a classroom of 4-year-olds are actively engaged during center-based learning, a small group begins constructing a tower using blocks of all sizes. Jose, Cindy, and Thomas are all at different stages of language development. Jose is a dual language learner (DLL) in the early stages of English language acquisition; Cindy is a DLL who speaks both Spanish and English at home; and Thomas is a native English speaker. From this interaction, Mrs. Blakley learns that this small group activity provides the time, space, and materials for the children to understand and practice key vocabulary through engaging and meaningful play. This observation will guide her future decisions about targeted instruction for language development. While some of the children have been identified as DLLs, Mrs. Blakley has determined through ongoing observation and child assessments that most of the children will need focused support in language development. She needs to intentionally design lessons, activities, and interactions that capitalize on the linguistic knowledge the children bring with them while she systematically fosters English language development.